Summer_Lafferty_lab 4

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Lab 04: Kinetic and Potential Energy Simulation Introduction We don’t expect the total energy of a moving object to change, but that energy can be split up between different forms. See Ch. 3.3 of your textbook for a list of some different forms that energy can take. Two of these forms, Kinetic Energy and Potential Energy, are called “mechanical energy” together since they are used to explain the motion of objects and machines. Table 1: Abbreviations for Types of Energy TE Total Energy KE Kinetic Energy PE Potential Energy Even though the total energy doesn’t change, energy can transform from one type to another. In this lab, we will examine about how total energy is “split up” into different types. We’ll observe at how, as time goes on, the total energy can be split up in different ways. Since we are talking about parts that add up to a whole, we will be using pie charts. The tool we will be using for this lab is a computer simulation of a moving object, in this case, a skater in a skatepark. Computer simulations are an important kind of experiment because we can change things that we normally cannot change in real life and get information we could not easily measure. You can access the simulation at this website: https://phet.colorado.edu/en/simulations/energy - skate - park/ Phsc103 Concord Univ. 1 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

Lab Notebook Even when working with just a computer program, it is important to make a scientific record of what you do. Just like in a physical experiment, a good record of what you do in this lab would include: • Information about the tools (in this case the simulation) • Records of the settings you use for each trial • Records of the output of the simulation • Changes you make in response to results, and why you made them Below, we have some guidance for settings to try and a few directed questions to answer with the simulation. Your goal is to answer the questions just like the physical experiments you have done to this point. You will also be asked to make sketches of pie charts. Questions Rolling Down a Ramp Simulation 1. Describe the conversion of potential energy to kinetic energy of a skater rolling down a ramp. Phsc103 Concord Univ. 2 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

As the skateboarder moves their potential energy is converted to kinetic energy. a. Open the Energy Skate Park PhET from the link: https://phet.colorado.edu/en/simulations/energy - skate - park/ b. Click Intro c. Check the box for ‘Pie Chart’ , which will show you the ratios of different energy types d. Check the box for ‘Speed’ which will give you a speedometer at the top that tells you the speed of the skater e. Make sure ‘Friction’ is set to ‘None’ Phsc103 Concord Univ. 3 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

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g. Set the simulation speed to ‘Slow’ h. Click and drag the skater to the top of the ramp and release. You’ll see the pie chart at the top of their head showing the amount of Kinetic, Potential, and Thermal Energy they have. i. Record how the pie chart looks at the beginning and end of the ramp. At the beginning when you first put the skater at the top of the ramp the pie chart is completely potential energy. When the skater makes it half way down the ramp the pie chart is half potential and half kinetic energy. Making its way to the bottom the pie chart is completely kinetic energy. Phsc103 Concord Univ. 4 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu f. Select the L -shaped ramp:

j. Describe in words what happens. As the skateboarder moves down the ramp their potential energy is converted to kinetic energy as their position along the track and the velocity changes. Loop-de-loop Track Figure 1: Shape of Josie's Loop-de-loop Track 2. Josie made a frictionless hot wheel track that has the same shape as the track shown in Figure 1. She placed a red rubber ball on the left top of track at 1. Make a prediction of how the Kinetic and Potential Energy will change as the ball rolls through the track. Phsc103 Concord Univ. 5 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

a. Fill in the Prediction column of Table 2 by sketching what you think the Pie chart will look like for the ball at points 1-4. Table 2: Predictions and Simulation Results of Loop-de-loop track Pie Chart Prediction Pie Chart in Simulation Speed (m/s) Explain differences 1 0.7 My prediction was correct. I knew from the last ramp that at the top when letting go the skater has complete potential energy. 2 14.0 I predicted the skater would have half and half potential and kinetic energy at this point. Based on the last ramp in the lab, I made this prediction as that is what it was in the bend on that one. During this point of the ramp, it is almost entirely kinetic energy still having very little potential energy. 3 7.5 My prediction was there would be more kinetic energy than potential energy. I predicted this because as it is going up the hill into the loop it needs more force to make it not stop. It actually had more potential energy Phsc103 Concord Univ. 6 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

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during this time due to the gravitational force it needed to complete the loop while still having some kinetic energy due to the force. 4 0.4 My prediction was correct. I knew from the last ramp that at the top when letting go the skater has complete potential energy. In this case it is the end of the ramp but still the same as it would be from the start point. Phsc103 Concord Univ. 7 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

3. !Simulate how the kinetic and potential energy of the ball will change by simulating how the KE and PE of a skater changes in a track with a similar shape. a. In the ‘Intro’ section of the PhET, choose the Loop-de-loop track to ensure the same shape as Josie’s track, and make sure friction is set to zero. Check the boxes for Pie Chart and Speed. Click ‘slow’ next to the play button at the bottom of the screen. b. Drag the skateboarder to the top of the ramp, and release. c. Record the relative amounts of KE, PE in a pie chart for each point and fill table 2 from simulation. d. Record the speed of the skater in m/s at each point and write in table 2. e. Explain any differences that you may have noticed and write in table 2. 4. Allow the simulation to run for a long time. Describe in words what happens. After allowing the simulation to run for a long time the speed gradually gets faster and the kinetic and potential energy levels at each points change from the first time. Effect of Friction In many of your homework problems, we have neglected the effect of friction . Friction is a resistance to movement. Skim Ch. 2.4 of your textbook and read the box on p. 36: “A Closer Look: A Bicycle Racer’s Edge.” The forces of the air on the cyclists and a tabletop on a sliding book ‘oppose’ the ball's motion. When a force opposes or resists motion, that means it only acts when an object is moving , and it acts in the opposite direction as the motion. We sometimes describe forces like these as frictional forces . In Ch. 3.3 of your textbook, look at the five examples of a resisting force. Since sources of friction provide a force, it must take energy to overcome them to start and maintain motion. Phsc103 Concord Univ. 8 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

5. Introduce this section by describing a likely energy change that is the result of a moving object overcoming friction. Use this in your prediction for the following question (reference Ch. 3.3) When a moving object overcomes friction, it experiences a decrease in kinetic energy. For example, as you’re pedaling a bike it overcomes friction between the tires and the road. Thus, allowing the bike to move forward. 6. Josie has a friend, Phillip that can magically change the friction on the track like the simulation can. What do you think would change about the relative amounts of energy at each point? Make a table (similar to Table 2) to give your answers to the following questions. When a moving object overcomes friction, the energy change that typically occurs is a conversion from kinetic energy to thermal energy. As the object moves and rubs against the surface, the friction converts some of its kinetic energy into heat energy. So, the relative amounts of energy would decrease in terms of kinetic energy and increase in terms of thermal energy at the points. With friction set, the image shows what it was set on. The skater didn’t reach the fourth point I calculated where the skater made it to on the ramp. Prediction Simulation M/S Differences 0.8 My prediction was correct to the stimulator. At point one in the previous stimulation, the skater only had potential energy which is how I made the prediction. 10.3 I predicted there would be more thermal Phsc103 Concord Univ. 9 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

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energy than there was in the stimulator and also I didn’t think there would be any potential energy at this point. The stimulator has less thermal energy and more potential energy than I predicted. 4.4 The main difference in my prediction and the stimulator is I predicted it to have more thermal energy. 1.5 The stimulator didn’t go all the way to point four due to the friction being on. I calculated how far it did make it too. I predicted the skater to have full thermal energy at this point due to the object rubbing against the ramp converting Phsc103 Concord Univ. 10 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

kinetic energy to thermal energy. The main difference here is the potential energy than it does thermal. a. Predict the ratios of the energy types at each point and describe your predictions in pie charts. ! b. Explain why you think energy ratios would be similar or different. ! c. Check your reasoning using the simulation. You can modify friction ! in the simulation using the slider on the right d. Record the relative amounts of KE, PE in a pie chart for each point.! e. Record the speed of the skater in m/s at each point. ! f. Explain corrections to your predictions if necessary. ! 7. Allow the simulation to run for a long time. Describe in words what happens. ! After allowing the ramp to run for a long time you can see that the skater will not go completely back through the loop anymore, the speed slows down and the skater doesn’t make it as far up the hill as the first time. Enter your measurements of the speed of the skater at each of the points when you did the simulation with no friction (Question 3) and with friction turned on (Question 6) in the following table. ! Point # Speed with no Speed with Phsc103 Concord Univ. 11 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

friction (m/s) friction (m/s) 1 0.7 0.8 2 14.0 10.3 3 7.5 4.4 4 0.4 1.5 Conclusion : • In sentences, give a technical summary of the lab and how it answers the scientific question . • Give other detail such as surprises, sources of error, improvements, etc. The stimulator answers the questions by showing how the energies interact and at certain points how the energy changes. I was surprised by the fourth stimulation with friction on because I would think at that point thermal energy would be all the skater has. The stimulation had a lot of potential energy and a little thermal energy. Some improvements I could make is shading in the pie charts a different way or neater. Self-Reflection Paragraph : For each lab in this course, write a paragraph (at least 5 sentences) about what you personally got out of the lab. This could include things you found interesting, feelings about the lab, difficulties, questions, and recommendations. This lab was easy for me to complete, and the stimulator was easy to use with the directions provided. I did have issues creating the second graph for the stimulation with friction. The issue I had was on how to create the pie charts but after scanning word I found the shapes under insert and used the oval to create the circle. I also at first didn’t realize how I was going to draw the colors in the pie chart but I used the draw tab and the pen to shade in the pie charts. I found it interesting how the skater's energy changes at specific points on the ramp. Phsc103-226 Concord Univ. Some m Evaluation Points possible Rolling Down a Ramp Simulation 15 Loop-de-Loop Prediction 15 Phsc103 Concord Univ. 12 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu

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Loop-de-Loop Simulation and Analysis 20 Effect of Friction Introduction and Prediction 20 Effect of Friction Simulation and Analysis 20 Conclusion 5 Self-Reflection Paragraph 5 Total 100 Phsc103 Concord Univ. 13 Some material from Tillery, B., Slater, S., & Slater, T. (2022). Physical Science (13th ed.). McGraw-Hill. Trish Loeblein, University of Colorado http://phet.colorado.edu